師生關係是一個開放且持續發展的互動過程，真正的學習來自於彼此對話、理解與共創。在通識教育的脈絡下，教學不僅是知識的傳遞，更是一種公共性的實踐與社會關懷的展現。作為媒體與文化研究的教師，我致力於引導學生從個人經驗出發，進一步思考媒體如何形塑與影響我們的認同、社會結構與公民責任。

課程設計強調批判性思維與跨領域視野，鼓勵學生解析媒體敘事、視覺意象與科技網路背後的價值觀與權力關係，並反思自身在數位媒體世界中的位置與角色。透過討論與實作，學生不只是知識的接收者，更是社會議題的參與者與回應者。在這樣的學習過程中，我期許學生發展自主思考的能力，培養對公共事務的敏感度，並以具備人文素養的視角，回應當代社會的複雜挑戰。

The teacher–student relationship is an open and continuously evolving process of interaction. Genuine learning arises from dialogue, mutual understanding, and co-creation. Within the context of general education, teaching is not merely about the transmission of knowledge—it is a practice grounded in public responsibility and a commitment to social care. As a teacher of media and cultural studies, I aim to guide students to begin from their personal experiences and critically explore how media shape and influence our identities, social structures, and civic responsibilities.

My course design emphasizes critical thinking and interdisciplinary perspectives, encouraging students to analyze media narratives, visual representations, and the underlying values and power dynamics embedded in technological networks. Students are also prompted to reflect on their own position and role within the digital media landscape. Through discussion and hands-on practice, students are not simply recipients of knowledge but active participants and respondents to social issues. Throughout this learning journey, I hope to foster students’ capacity for independent thinking, nurture their sensitivity to public concerns, and support them in responding to the complexities of contemporary society through a humanistic and socially engaged lens.